This study hypothesized that distance education students who received regularly scheduled tutoring from trained subject-matter-experts via either telephone or electronic-mail would have significantly higher completion rates, learn significantly more, take significantly less time to complete their training program and be significantly more motivated to participate in future distance education programs. The study was designed as a pre-test-post-test nonequivalent control group experiment with one control and two experimental groups. Data was gathered using student pretests, postests, pre-motivation instruments, post-motivation instruments, on-line management routines, diaries and on-site interviews. ANOVA, t-tests and correlations were used to measure significance. / During the ten week study, 51 military reserve recruits in three different locations completed their basic Anatomy and Physiology training using an individualized computer-based training program. The control group was given no tutorial assistance unless they personally requested it. Students in the first experimental group were only given tutorial assistance if they failed a module test or were falling behind their peers in the amount of time it took to study a module. Students in the second experimental group were contacted by the tutors once every four hours of study time or once a week. Students and on-site supervisors in all three locations were counselled not to provide any in-house tutorial advice to the study participants. / The study found that regularly scheduled tutorial assistance made a significant difference in distance students' course completion rates and motivation towards distance education, but no significant difference in student learning or the amount of time to complete the study across the three groups. The study concluded that scheduled distance tutoring interventions had some positive effect on distance students, but distance education providers must carefully weigh the costs of establishing a tutor intervention program. / Source: Dissertation Abstracts International, Volume: 55-09, Section: A, page: 2685. / Major Professor: Robert K. Branson. / Thesis (Ph.D.)--The Florida State University, 1994.

The purpose of the study was to uncover the kinds of teacher image held by researchers and practitioners in ISD. The study examined not only current images but also past images since the process of image formation is cumulative. And also, since images might have changed over time, it was considered worthwhile to situate them in the context of the development of the ISD discipline and previous attempts to introduce ISD into schools. Through illuminating the images held in ISD, this study described one aspect of the ISD culture that has produced these images and conceptulization. / Qualitative content analysis utilizing the constant comparison method was selected as a research approach. This approach allows a researcher to explore and discover attributes or images of a particular point of interest held by a particular field that are reflected in the literature. Five leading professional journals were selected as a target of the study. The target period was from the year of 1960 to the most current (1991). Findings in the texts (images of teachers) were described in relation with their relevant context (assumptions of the authors or the field). / The findings of the study revealed a variety of teacher images, which was categorized into two distinct groups. One of them, shared by most of the articles was named traditionalists, while the other, which emerged recently was called post-traditionalists. The teacher images held in two groups were discussed with their conception of teaching and learning, epistemology, and approaches of innovation. This study suggests that continuing dialogues between researchers in the two groups (sub-cultures) bring the ISD field further progress and better implementation of ISD in schools. / Source: Dissertation Abstracts International, Volume: 53-11, Section: A, page: 3881. / Major Professor: John M. Keller. / Thesis (Ph.D.)--The Florida State University, 1992.

The purpose of this study was to examine the effect of a cooperative and individual task structure on concept learning by 109 Florida State University non-major biology students within a computer-based instructional environment. The interdependent cooperative groups included elements of an incentive and reward structure, a task appropriate for groupwork and an orientation to help each other learn. Students in non-interdependent groups and individuals had a task appropriate for groupwork but included none of the other elements. / The second purpose of this study was to identify the type of interactions that occurred between group members as they completed computer-based instruction. Interaction was felt to be related to feedback preference differences via computer-based instruction for individuals and groups. / The dependent measures were achievement on a written posttest following instruction, simple or elaborated feedback preference selected from the computer program, helping behaviors used by group members as they interacted, percent correct responses given during instruction, and attitude toward the computer-based instruction. / Results indicated that students in the non-interdependent treatment condition were significantly more likely to have their request for information ignored by other group members. / Other hypotheses investigated in the study were not statistically significant for differences among treatment groups. Specifically, achievement gains on a retention posttest did not show any differences among interdependent and non-interdependent groups and individuals. There were also no differences in items correct during computer-based instruction. / Although feedback preference differences for individuals and groups was not statistically significant, an unexpected pattern of initial feedback preferences existed which might warrant further investigation. / Finally, because groups would feel encouraged and supported for their learning efforts by other group members, it was hypothesized that groups in both treatment conditions would have a greater liking for the computer-based instruction than individuals. In reality, all treatment groups had an equally positive disposition toward the computer-based instruction. / Source: Dissertation Abstracts International, Volume: 51-01, Section: A, page: 0064. / Major Professor: Marcy Perkins Driscoll. / Thesis (Ph.D.)--The Florida State University, 1989.

This study investigated the effects of schemata at three different structural levels (superordinate, parallel, and subordinate) on high school students' learning of a narrative passage. A schema was defined as a domain of knowledge one possessed prior to learning of a target domain. A second purpose of the study was to examine the dynamic relationship between schemata and reading ability and between schemata and different types of learning performance. / Seventy-three tenth grade students were randomly assigned to one of three experimental conditions: Activating a schema superordinate (Superschema), parallel (Paraschema), or subordinate (Subschema) to the target learning domain. Three preinstructional passages served as activating devices. The final performance measures were retention and comprehension tests with short-answer and multiple-choice questions. Data on students' previous experience of the target domain, motivation, IQ scores, and reading ability levels were also collected. / As predicted, results indicated that the Superschema group scored significantly higher on both retention and comprehension tests than did the Subschema group. The Paraschema group performed at a similar level as did the Subschema group. The quality of the activated schema was also found positively and significantly associated with learning. When the effects of the types and quality of schemata were specified, it appeared that students' motivation, reading ability, IQ scores, and previous experience about the target domain alone had little impact on learning. None of the expected interactions between Schema Type and Reading Ability, between Schema Type and Performance Type, and between Schema Type and Information Type was confirmed, indicating the effect of schemata followed a similar pattern on students with different reading ability levels and across different types of learning outcomes. / The study results indicated that both types and quality of schemata activated prior to learning determined the quality of performance. Various instructional strategies should be employed to help students activate an appropriate schema so as to achieve optimal learning results. / Source: Dissertation Abstracts International, Volume: 50-01, Section: A, page: 0121. / Major Professor: Robert M. Morgan. / Thesis (Ph.D.)--The Florida State University, 1988.

This study examined the effectiveness and utility of two instructional design methods, the concept tree and the rational set generator (RSG), to improve coordinate concept learning. Four instructional designers independently developed a self-study instructional lesson to teach upper-level teacher education students to interpret standardized test scores. Two designers developed the lesson using conventional systematic instructional design procedures. Two other designers developed a similar lesson incorporating the concept tree and RSG into the instruction. / Beilby's (1980) cost effectiveness model was used to determine the cost effectiveness of both design methodologies. A content analysis was conducted to determine how the lessons differ in structure. / Eighty three students enrolled in a required upper-level teacher education course were randomly assigned the lessons during a regular class period. Following completion of the lesson, students completed a criterion-referenced posttest. / Students who received the instruction incorporating the concept tree and examples generated by the rational set generator performed as well on the criterion referenced posttest as students who had received conventionally developed instruction. Posttest items generated by the rational set generator were more difficult for both groups of students. Both lessons contained the same basic content, in terms of coverage of objectives. However, presentation styles differed. Results also indicated that lower development costs were incurred when the concept tree and rational set generator were used to develop the instruction. / These findings are useful to instructional developers, test item writers, and others interested in producing cost-effective concept-learning instruction. / Source: Dissertation Abstracts International, Volume: 50-02, Section: A, page: 0349. / Major Professor: Marcy Perkins Driscoll. / Thesis (Ph.D.)--The Florida State University, 1988.

The purpose of this study is to investigate the relationships between teachers' exposure, demographic characteristics, concerns, and receptivity to an educational innovation. The target population for this study consisted of elementary, middle, and high school teachers in Florida. For the purpose of this study, two separate samples were selected from two different populations using a proportionate stratified sampling technique. / The research findings are summarized below. The plotted stages of concerns profile for the SY2000 teachers and for the Non-SY2000 group reflect inexperienced users' and nonusers' concerns, respectively. About 70% of teachers from the SY2000 group are in a low level of resistance, while about 86% of Non-SY2000 teachers indicate moderate risk or caution level. All of the relationships between the independent variables and the dependent variable were found to be statistically significant. However, after reviewing the effects of the selected demographic characteristics on teachers' concerns and receptivity, the data show that each element of the background characteristics relate differently to concern and receptivity. Overall, school level functions as the highest predictor of receptivity. Also, after reviewing the effects of the selected demographic characteristics on teachers' concerns, school level for the SY2000 group and age for the Non-SY2000 group function as the highest predictors of concern. / Several general conclusions can be made based on the findings from this study: (a) Teachers' pattern of concerns are developmental, with the exception of a minor variation in the collaboration stage; (b) The different contributions of demographic characteristics are made on variance of concern about and receptivity to the innovation in terms of their portion of variance and significant; and (c) Teachers' concerns regarding an innovation are found to be a powerful predictor of the potential for receptivity to the innovation. / Several recommendations were made such as ongoing diagnosis to identify the current stages of concerns and intermittent assessments of resistance and further exploration of cause-and-effect relationships between the variables. / Source: Dissertation Abstracts International, Volume: 54-12, Section: A, page: 4415. / Major Professor: Robert M. Morgan. / Thesis (Ph.D.)--The Florida State University, 1993.

John Dewey lived in a world marked by Whitney's assembly line, Taylor's stopwatches, and segmentation of labor. Yet, he contended that training for specific jobs is ineffective. To him, worker's intelligence was largely wasted. / In the 1990s, linear thinking was replaced by a visual culture. Philosophies are no longer foundations in the tribunal of reason, but rather doors inviting readers to leave philosophical cathedrals and look at ordinary problems. This calls for a philosophy of technology. The production paradigm has changed. Rather than the division of labor model, "multiplication of labor" through technology now prevails. Many contemporary people perceive the technical environment as a given. This led to two conflicting attitudes, both reflecting a lack of comprehension of the technical object: Technolatria and technophobia. In Dewey's time, technology was perceived as a panacea for social problems. After him, a number of studies treat technology as a seductive specter. We remain chained to technology, when we regard it as neutral; for this conception of it blinds us to its essence. However, when hammers and wrenches are displaced by numbers and buttons, a new kind of learning must begin. Action-centered skills are being replaced by intellectual skills. High tech demands flexibility, conceptual preparation, merging of learning and doing, training and working. This analysis specifies the relevance of Deweyan ideas in the present era. / Source: Dissertation Abstracts International, Volume: 55-12, Section: A, page: 3779. / Major Professor: Emanuel I. Shargel. / Thesis (Ph.D.)--The Florida State University, 1994.

A need was determined for a computer program which could evaluate sight singing performance with melodies of four or more measures and tempi established by the student. The present study was undertaken to provide algorithms for such a computer program, and to compare those algorithms to human evaluation. / A computer program to record pitch and rhythmic errors in sight singing examples was written for use with the Roland VP-70 Voice Processor, a hardware device which converts real-time audio input to MIDI information. Forty-six subjects sang a total of 249 test melody samples. Cassette recordings of 51 of these examples were evaluated by the researcher and two other college sight singing instructors. MIDI recordings of the same samples were processed through the computer evaluation program. Reliability coefficients were calculated for the instructors with each other and the computer. Comparisons of the human and computer evaluations were made for discrepancies which were studied in detail, and incorporated into the program so as to effectively simulate human evaluation. / It was noted that instructors did not categorize as incorrect, intervals performed less than 60 cents sharp or flat; subsequently, the allowable cent deviation was increased from 50 cents to 59 cents. Durations of the last note performed as short as 20% and as long as 180% of the correct value were evaluated as correct by the instructors. The computer program was revised to reflect that judgment. The original fifteen percent deviation allowance for judgment of rhythm was increased to twenty percent for half notes, upon discovery that these notes were performed consistently short and not marked incorrect by the judges. / Of 45 internal (excluding first and last) half notes sung, 32 (71%) were performed short when measured against surrounding quarter notes. In addition, of 110 groups of two eighths, 79 second notes (72%) were performed longer than first notes. These differences were not perceived by the human judges, but study of these phenomena might reveal some valuable insight into rhythmic performance. / Source: Dissertation Abstracts International, Volume: 51-07, Section: A, page: 2307. / Major Professor: Peter Spencer. / Thesis (Ph.D.)--The Florida State University, 1990.

This study examined the relationship between various socio-demographic and adult learning factors, and the acquisition of personal computer competency. Concerns addressed were the lack of a general computer competency inventory, and the relationship of the acquisition of personal computer competency to the following: self-directed versus formal organized adult learning, personal characteristics, reasons expressed for desiring competency, obstacles encountered, and resources used in gaining such competency. / Fifteen null hypotheses were formulated, and two instruments were constructed: the Bersch/Barrett Personal Computer Competency Inventory (PCCI) for estimating an individual's general level of personal computer competency; and survey questionnaire, for eliciting socio-demographic and adult learning data. Subjects included adults throughout Alaska known to have purchased Apple computers in a 12-month period during 1986-87. / Self-reported levels of competency coincided closely with individual scores from the inventory. Significant associations were found between competencies acquired and (a) male gender; (b) length of ownership and use; (c) computer cost (barrier); (d) reading materials, trial and error, and user groups/networks (resources). Ownership showed a male bias of 2-1. Cost and time were the two largest problems for adults learning to use computers. Self-directed learning was the dominant means through which the majority of participants acquired computer competency. / Source: Dissertation Abstracts International, Volume: 51-12, Section: A, page: 3989. / Major Professor: Sydney Grant. / Thesis (Ph.D.)--The Florida State University, 1990.

The purpose of this study was to compare two instructional strategies using cooperative learning and interactive video instruction, and to measure the effect of these strategies on achievement, amount of invested mental effort, and attitudes. In the individualized video treatment, subjects worked on an interactive video lesson on the German language, then participated in a cooperative learning session. In the cooperative interactive video treatment, subjects worked together with the interactive video for the entire instructional session. The study was conducted during 10 instructional sessions spanning five weeks. / Eighty-nine college freshman and sophomores were randomly assigned to the treatment groups. Achievement was measured by performance on three written dialogues constructed by cooperative groups during three of the 10 sessions, and by a posttest on German language listening, writing, and translating skills. Performance on the dialogues was assessed by a type (number of different words used) and token (number of words) analysis. Amount of invested mental effort was measured with a post-study questionnaire. Attitudes were measured with a post-study questionnaire and an opinion survey. / Wilcoxon rank sum tests on the types and tokens in the dialogues, and t-tests on the posttest scores, revealed no significant differences between the treatments on achievement. T-tests found no differences between the treatments on the amount of invested mental effort, and attitudes toward interactive video instruction and language learning. The cooperative interactive video treatment showed significantly higher attitudes toward cooperative learning, which was contrary to the pre-experimental hypothesis. The opinion questionnaires reflected generally positive attitudes in the cooperative interactive video treatment, and a bipolarity of attitudes, negative and positive, toward the individualized treatment. / The results suggest that conducting interactive video instruction and cooperative learning in sequence, versus conducting this method and medium simultaneously, does not influence achievement in foreign language acquisition. The findings reinforce the recommendation of numerous researchers to install two position interactive video workstations, with their inherent cost savings over individual workstations, as they may be equally effective. Further research is recommended to determine how mature learners are best grouped when using technology-based instructional environments and cooperative learning. / Source: Dissertation Abstracts International, Volume: 57-01, Section: A, page: 0180. / Major Professor: Walter Wager. / Thesis (Ph.D.)--The Florida State University, 1996.